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SUPO Gr2 Science Activities1

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Life Science
Worksheet
GRADE LEVEL:
Second
Topic:
Organization of Living Things
Grade Level Standard:
2-1 Examine the organization of living things.
Grade Level Benchmark:
1. Explain characteristics and functions of observable
body parts in a variety of animals. (III.2.E.1)
Learning Activity(s)/Facts/Information
Resources
Central Question:
What are the functions of observable body parts of
animals?
1. The Early Bird Gets the Worm i
The Complete Book of
Science
2. Feathered Friends i
3. Amazing Amphibians i
4. Fabulous Fish i
5. Reptiles i
6. Birds i
7. Marvelous Mammals i
i Activity is attached
Process Skills: Observe, Classify
New Vocabulary:
fur, scales, feathers, horns, teeth, skeleton, exoskeleton, claws,
eyes, quills, beaks, muscles, insulation, support, movement, food gathering,
protection
1
Animals
The Early Bird Gets the Worm!
Directions:
1. Discuss the three types of bird beaks. Explain how each
type has functions similar to the tool listed. Let your child
experiment with the tools.
SHAPE
FOOD
small animals
(meat)
flower nectar
seeds, worms
TOOL
pincers
(grasp and tear)
straw
(sucking action)
pliers
(pick and pull)
2. Draw a large beak in the top left
portion of a sheet of paper. Have
your child use informational books to
determine which types of birds have
the kind of beak on the paper. Then,
he/she can draw the rest of the bird’s
body. Do the same for all three beak
types shown above.
© 1998 Tribune Education. All Rights Reserved
2
Name ________________________________
Animals
Feathered Friends
Birds are warm-blooded vertebrates (animals with backbones). They are unique
animals, because their bodies are covered with feathers. Instead of front legs or
arms, birds have wings and most can fly.
Directions: Read the riddle. Name each bird part.
feathers
Word Bank
feet
bill
wings
I keep a bird warm and dry. What am I? ____________________________________
I help a bird stand or swim. What am I?
_____________________________________
I help a bird eat. What am I? ______________________________________________
I help a bird fly high in the sky. What am I? __________________________________
© 1998 Tribune Education. All Rights Reserved
3
Name ________________________________
Animals
Amazing Amphibians
Amphibians are cold-blooded vertebrates (animals with backbones). They have
no scales on their skin. Most amphibians hatch from eggs laid in water or on
damp ground. Many amphibians grow legs as they develop into adults. Some
live on land and have both lungs and gills for breathing. Frogs and toads are
examples of amphibians.
land
gills
Word Bank
skin
eggs
cold
Do the puzzle about amphibians. Color the amphibians.
Across:
3. Amphibian babies breathe with either lungs or ___________________________.
5. Amphibians live in the water and on ____________________________________.
Down:
1. Amphibian babies usually hatch from __________________________________.
2. Amphibians are ___________________-blooded animals.
4. Amphibians often have smooth, moist __________________________________.
© 1998 Tribune Education. All Rights Reserved
4
Name ________________________________
Animals
Fabulous Fish
Fish are cold-blooded animals who live in the sea and in fresh water.
They use their gills to breathe underwater. A fish’s body is covered
with scales. They use fins to move.
water
Word Bank
scales
cold
fins
gills
Do the puzzle about fish. Color the fish.
Across:
2. Fish breathe through _________________________________________________.
4. A fish is a _________________________-blooded animal.
5. Fish live in the sea and fresh __________________________________________.
Down:
1. Fish have ___________________________, not legs.
3. A fish’s body is often covered with _____________________________________.
© 1998 Tribune Education. All Rights Reserved
5
Name ________________________________
Animals
Reptiles
Do the puzzle about reptiles.
Color the reptiles.
Word Bank
eggs
cold
scales
snake
turtle
Across:
2. A reptile’s skin has ____________________________________________________.
5. A _____________________________________ is a reptile with no legs.
Down:
1. A _____________________________ is a reptile with a hard shell on its back.
3. Reptiles are _________________-blooded animals.
4. Baby reptiles hatch from ______________________________________________.
© 1998 Tribune Education. All Rights Reserved
6
Name ________________________________
Animals
Birds
Do the puzzle about birds.
Color the birds.
feathers
bill
Word Bank
lungs
eggs
warm
Across:
2. A bird is a ________________________-blooded animal.
3. Baby birds are hatched from __________________________.
5. Birds breathe with their __________________________.
Down:
1. _______________________________ keep a bird’s body warm and dry.
4. A bird uses its ___________________________ to pick up food.
© 1998 Tribune Education. All Rights Reserved
7
Name ________________________________
Animals
Marvelous Mammals
Mammals are warm-blooded vertebrates (animals with backbone) who use
lungs to breathe. Mammals give birth to live babies and feed their babies milk.
Most mammals have fur or hair on their bodies. Cats, horses and humans are
examples of mammals.
Do the puzzle about mammals.
Color the mammals.
Word Bank
hair babies
lungs milk
warm
Across:
2. A mammal’s body is usually covered with _______________________________.
3. Mother mammals feed ___________________________ to their babies.
5. Mammal’s ___________________________ are born alive.
Down:
1. Mammals are __________________ -blooded.
4. Mammals breathe with _______________________________________________.
© 1998 Tribune Education. All Rights Reserved
8
Assessment
Grade 2
ORGANIZATION OF LIVING THINGS
Classroom Assessment Example SCI.III.2.E.1
(Explain characteristics and functions of observable body parts in a variety of animals.)
Each student will invent an animal that shows an observable body part for each of the following
functions: insulation, support, movement, food gathering, and protection. Each student must
present his or her design in one of the following forms: storybook, flipbook, multi-media
presentation, 3D model, or drama.
This presentation must also include a written explanation of the body’s observable
characteristics and the function that each fulfills. Written presentations may be in one of the
following forms: story, poem, song, or report.
(Give students rubric before activity.)
Scoring of Classroom Assessment Example SCI.III.2.E.1
Criteria
Apprentice
Basic
Meets
Exceeds
Completeness of
design
Designs one
observable body
characteristic for
two or fewer of
the functions.
Designs one
observable body
characteristic for
three of the five
functions.
Designs one
observable body
characteristic for
all five functions.
Designs more
than one
observable body
characteristic for
one or more of the
five functions.
Explanation of
function
Relates one
observable body
part to fewer than
three of the five
functions,
including details.
Relates one
observable body
part to three of the
five functions,
including details.
Relates one
observable body
part to each of the
five functions
with accurate
details.
Relates all
observable body
parts to each of
the five functions
with accurate
details.
9
Life Science
Worksheet
GRADE LEVEL:
Second
Topic:
Organization of Living Things
Grade Level Standard:
2-1 Examine the organization of living things.
Grade Level Benchmark:
2. Compare and contrast familiar organisms on the basis
of observable physical characteristics. (III.2.E.2)
Learning Activity(s)/Facts/Information
Resources
Central Question:
How are groups of living things classified?
1.
All in the Family i
2.
Animal Boxes i
The Complete Book of
Science
i Activity is attached
Process Skills: Observe, Classify, Compare, Contrast
New Vocabulary:
backbone, skin, shell, limbs, feathers, scales
10
Name ________________________________
Animals
All in the Family
Directions: Draw an X on the animal that does not belong.
1.
2.
3.
4.
5.
© 1998 Tribune Education. All Rights Reserved
11
Name ________________________________
Animals
Animal Boxes
Directions:
In each box, write the name of at least two animals that fit the
description. Use the animal names at the bottom of the page.
Then, add other animals you know that fit each description!
insect
lays eggs
has no legs
has feathers
lives in water
farm animal
has a hard shell
has wings
runs fast
has horns or
antlers
has scales
very slow
very strong
has hair
has long legs
is a good pet
Word Bank
butterfly
giraffe
snail
fish
turtle
cow
elephant
turkey
bee
pig
robin
deer
goat
lizard
horse
beetle
seal
moose
whale
clam
cat
bat
lion
hawk
© 1998 Tribune Education. All Rights Reserved
12
Assessment
Grade 2
ORGANIZATION OF LIVING THINGS
Classroom Assessment Example SCI.III.2.E.2
(Compare and contrast familiar organisms on the basis of observable physical characteristics)
Post the six animal characteristics (backbone, skin, shell, limbs, feathers, and scales) (See Key
Concepts). Have students brainstorm a list of animals for each of the six categories. Students should
then choose two of the categories. Challenge each student to consider the similarities and differences
among the animals in the categories he or she has chosen and to create one more division for each
category based on personal observation. Each student will then design a graphic organizer (see
graphic organizer in resources) that begins with animals (Level I) and is divided into two of the
posted categories (Level II). From there, the student will divide each of the two chosen categories
once more based on personal observation (Level III). The graphic organizer is then completed by
adding the names of the animals from the original brainstormed list (Level IV).
(Give students rubric before activity.)
Scoring of Classroom Assessment Example SCI.III.2.E.2
Criteria
Apprentice
Basic
Meets
Exceeds
Completeness of
characteristics
Completes Level II
by choosing two of
the posted
characteristics
(Level III is
omitted).
Completes Level II
by choosing two of
the posted
characteristics;
creates two
sub-divisions for
one of those
characteristics (part
of Level III).
Completes Level II
by choosing two of
the posted
characteristics;
creates two
sub-divisions for
two of those
characteristics (all
of Level III).
Completes Level II
by choosing two of
the posted
characteristics;
creates two or more
sub-divisions for
each of those
characteristics
(Level III).
Completeness of
animals
Lists all of the
animals from the
brainstormed list
that fit the
characteristics
(Level IV).
Lists all of the
animals from the
brainstormed list
that fit the new
divisions (Level
IV).
Lists all of the
animals from the
brainstormed list
that fit the new
divisions (Level
IV).
Lists all or more
animals that fit the
new division (Level
IV).
13
Life Science
Worksheet
GRADE LEVEL:
Second
Topic:
Organization of Living Things
Grade Level Standard:
2-1 Examine the organization of living things.
Grade Level Benchmark:
3. Describe life cycles of familiar organisms.
(III.2.E.3)
Learning Activity(s)/Facts/Information
Resources
Central Question:
What are the life cycle stages of living things
(organisms)?
1. Get tadpoles to observe in the room.
The Complete Book of
Science
2. The Frog i
3. Get a caterpillar and observe change into a butterfly.
4. The Butterfly i
i Activity is attached
Process Skills: Observe
New Vocabulary:
egg, young, larva, pupa, adult
14
Name ________________________________
Animals
The Frog
by ___________________________
E
Directions:
Color and complete the following five pages.
Cut them out. Staple them together to make a book.
© 1998 Tribune Education. All Rights Reserved
15
Name ________________________________
Animals
Laying Eggs
Directions:
Cut out the frog’s eggs.
Glue them in the water.
The frog lays her
She lays the eggs in the
in the spring.
.
E
Word Bank
water
eggs
© 1998 Tribune Education. All Rights Reserved
16
Name ________________________________
Animals
Tadpoles
Directions:
Cut out the tadpole.
Glue it in the water.
The frog’s eggs hatch into
They breathe with
.
like fish.
E
Word Bank
gills
tadpoles
© 1998 Tribune Education. All Rights Reserved
17
Name ________________________________
Animals
Growing
Directions: Cut out the changing tadpole. Glue it in the water.
.
The tadpole grows
Its
become smaller.
The tadpole still lives in the
It can live on land when it becomes a
.
.
E
Word Bank
tail
water
legs
frog
© 1998 Tribune Education. All Rights Reserved
18
Name ________________________________
Animals
The Life Cycle of a Frog
Directions:
Color and cut out the pictures.
Glue them in order. Write the name
of each picture.
__________________
_________________
Word
Bank
egg
adult
tadpole
______________________
E
© 1998 Tribune Education. All Rights Reserved
19
Name ________________________________
Animals
The Butterfly
by _______________________
E
Directions:
Color and complete the following seven pages.
Cut them out. Staple them together to make a book.
© 1998 Tribune Education. All Rights Reserved
20
Name ________________________________
Animals
The Egg
Directions:
Cut out the butterfly. Cut out the egg.
Glue each one on a milkweed leaf.
The butterfly lays one
on a milkweed
.
E
Word Bank
leaf
egg
© 1998 Tribune Education. All Rights Reserved
21
Name ________________________________
Animals
The Caterpillar
Directions:
Color the caterpillar black, white, and yellow.
Cut out the caterpillar. Glue it on the milkweed leaf.
The
hatches into a
.
E
Word Bank
egg
caterpillar
© 1998 Tribune Education. All Rights Reserved
22
Name ________________________________
Animals
Growing
Directions:
Cut out the caterpillar and its food.
Glue them on the milkweed plant.
The hungry caterpillar eats the
The caterpillar is
.
.
E
Word Bank
leaf
growing
© 1998 Tribune Education. All Rights Reserved
23
Name ________________________________
Animals
The Chrysalis
Directions:
Cut out the chrysalis.
Glue it in place.
The caterpillar is ready to
It forms a pale
.
chrysalis.
E
Word Bank
green
change
© 1998 Tribune Education. All Rights Reserved
24
Name ________________________________
Animals
The Butterfly
Directions:
Cut out the butterfly.
Glue it in place.
The
is now a butterfly.
The
flies away.
E
Word Bank
butterfly
caterpillar
© 1998 Tribune Education. All Rights Reserved
25
Name ________________________________
Animals
Metamorphosis
Directions:
Show how the monarch
butterfly changes.
Cut out the pictures.
Glue them in order.
Word
Bank
butterfly
The life cycle of a
is called metamorphosis.
E
© 1998 Tribune Education. All Rights Reserved
26
Assessment
Grade 2
ORGANIZATION OF LIVING THINGS
Classroom Assessment Example SCI.III.2.E.3
(Describe the life cycle of familiar organisms.)
Students will complete a panel drawing (comic strip) showing the life cycle stages of an animal.
Each panel should correspond to one stage in the animal’s life cycle. Drawings must include
speech bubbles explaining the stage and what is happening to the organism. (Example: butterfly,
frog)
(Give students rubric before activity.)
Scoring of Classroom Assessment Example SCI.III.2.E.3
Criteria
Apprentice
Basic
Meets
Exceeds
Correctness of
order
Draws at least one
life cycle stage.
Draws at least two
life cycle stages in
order.
Draws all life
cycle stages in
order.
Draws all life
cycle stages in
order and includes
proper habitat -orExpands on one
or more of the life
cycle stages.
Completeness of
explanation
Writes life cycle
stage explanation
for one drawing.
Writes life cycle
stage explanations
for drawings.
Writes life cycle
stage explanations
for drawings.
Writes a detailed
life cycle stage
explanation for
each drawing.
Includes
explanation of
organisms'
habitats.
27
Life Science
Worksheet
GRADE LEVEL:
Second
Topic:
Organization of Living Things
Grade Level Standard:
2-1 Examine the organization of living things.
Grade Level Benchmark:
4. Compare and contrast food, energy, and
environmental needs of selected organisms. (III.2.E.4)
Learning Activity(s)/Facts/Information
Resources
Central Question:
How do living things obtain and use energy?
1. Pyramid of Life i
Labs on Wheels, Life Science
2. Animals in Winter i
The Complete Book of
Science
3. Compare/contrast two animals using a Venn diagram.
i Activity is attached
Process Skills: Communicate, Classify, Compare, Contrast
New Vocabulary:
food, air, water, habitat, minerals, sunlight, space
28
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